Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Derivative of functions and its’ applications are important in Science-Technology-Engineering-Mathematics (STEM). Pedagogical observations of students’ conceptual derivative knowledge is particularly important due to its’ frequent use in engineering which would help mathematics and engineering Professors for finding an effective way of teaching derivative concept. In this paper, undergraduate engineering students' conceptual derivative knowledge is observed qualitatively and quantitatively based on several questions. Participants of this study were undergraduate engineering students enrolled at a mid-sized Northeast U.S. university. Participants’ cognitive approaches to solve the research question were investigated during the video recorded interviews. The quantitative results obtained in this study are bi-product of the participating students’ schema classification introduced by Piaget and Garcia (1989) while the qualitative results are students’ video recorded responses to the research question.
Tokgoz, E. (2018, June), Engineering Majors’ Cognitive Function Differentiation Ability Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30415
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015